Effectiveness of Public Employee Performance Management Information System in Management of Teachers’ Professional Activities in Secondary Schools in Monduli District, Tanzania

Effectiveness of Public Employee Performance Management Information System in Management of Teachers’ Professional Activities in Secondary Schools in Monduli District, Tanzania

Ernest L. Kweka & Paul Raphael Kitula
St. Augustine University of Tanzania (SAUT), Arusha
Email: ernestkweka32@gmail.com/ kitula07@gmail.com

Abstract: This study was conducted to investigate effectiveness of public employee performance management information system (PEPMIS) in management of teachers’ professional activities in secondary schools in Monduli district. Objectives were to; examine the role of PEPMIS in facilitating data-driven decision-making for teacher management and assess how effective was PEPMIS in monitoring teachers’ performance. The study was guided by Management by Objectives Theory. The study employed convergent mixed design. The target population included 1 district education officer (DEO), 7 ward education officers (WEO), 7 school heads, 7 academic teachers and 105 teachers in public secondary schools in Monduli district with final size being 127. School heads, DEO, WEO and academic teachers were obtained by criterion purposive sampling and by simple random sampling. Validity was established through expert review. While reliability was measured using Cronbach’s alpha and coefficient alpha value was 0.91. Qualitative data was presented in themes while the results from quantitative data were analyzed using descriptive statistics in SPSS version 22, the findings were presented in tables. The results show that PEPMIS was effective in enhancing punctuality, classroom attendance, and planning but faced challenges such as inconsistent use and delayed data entry. The study recommends that government should invest in improving infrastructure and ensuring reliable internet connectivity in public secondary schools, School administrators should implement regular monitoring systems, government should provide continuous digital literacy and training programs for teachers and school leaders, and head teachers should ensure that feedback provided through PEPMIS is clear, actionable, and specific.